The ultimate objective of this study was to determine the Senior High School students’ academic stress, academic motivation and its relationship with their academic performance at San Ildefonso National High School, Poblacion, San Ildefonso, Bulacan. The study utilized the quantitative method of research in which standardized survey questionnaires were the primary tools of gathering the needed data. The respondents of the study were the 100 randomly selected Grade 12 students.

1. SENIOR HIGH SCHOOL STUDENTS’ ACADEMIC STRESS,
ACADEMIC MOTIVATION, AND ITS RELATIONSHIP WITH
THEIR ACADEMIC PERFORMANCE
Armielyn Bernabe Advincula*1
Teacher II
*1Cuayan Bugtong Elementary School
Reggie Raca Morales*2
Teacher I
2Mapulang Lupa Elementary School
Regine Raca Morales*3
Teacher I
*3Matias B. Salvador Memorial Elementary School
Abstract
The ultimate objective of this study was to determine the Senior High School
students’ academic stress, academic motivation and its relationship with their academic
performance at San Ildefonso National High School, Poblacion, San Ildefonso, Bulacan. The
study utilized the quantitative method of research in which standardized survey
questionnaires were the primary tools of gathering the needed data. The respondents of the
study were the 100 randomly selected Grade 12 students. All the quantitative data were
processed and analyzed with the help of Statistical Package for Social Sciences (SPSS). All
data were presented using necessary tables and texts. The findings revealed that students
have moderate level of academic stress. Additionally, students have a very satisfactory
academic performance. Furthermore, academic stress has no significant relationship with
students' academic performance. Moreover, the result revealed that academic motivation
has a significant relationship with students’ academic performance. A number of
conclusions and recommendations were formulated based on the findings of the study.
Keywords: academic stress, academic motivation, academic performance

2. Introduction
During high school years, academic stress is the most common psychological
state of the students considering the fact that high school years also occur with
adolescence period and the intensity of academic duties and responsibilities that is
needed to be fulfilled during this period. However, each of these factors can trigger
stressful situations that may negatively affect the academic motivation of the
students.
According to Reddy et al.(2018), due to the multiple internal and external
expectations placed on students, stress has become a part of their academic life. In
addition to that, Prabu (2015) stated that stress can be triggered because of the
numerous social demands, doing difficult problems, or when working at a fast pace.
Meanwhile, motivation is the urge to accomplish something. Howard et
al.(2021) assert that whereas personal worth (recognized regulation) is particularly
strongly associated with persistence, intrinsic motivation is related to student
performance and well-being.
The study of Mughal (2021) revealed that the relationship between stress-
related factors and students’ academic performance is strongly positive.
Additionally, it was discovered that the academic factors were the most important
factors that had a big impact on how well students performed. However, other
studies concluded that there is no significant relationship between academic stress
and academic performance. A study

3. concluded by Zavaleta et al. (2021) claimed that there is no relationship between
academic stress and academic performance.
On the other hand, from the results found by Amrai et al.(2011), there was a
positive and significant relationship between academic motivation and academic
achievement while other studies indicated that academic motivation and academic
performance are not significantly correlated. In the study conducted by Kew (2020),
motivation level and academic success did have a slight, positive link, but the
relationship was not significant statistically.
Given the above mentioned issues and problems, the study aims to determine
the relationship of academic stress and academic motivation with Senior High
School students’ academic performance. The results of the study might be used as
the basis for developing programs to determine how the school could reduce stress,
increase motivation, and enhance students' academic performance.
Statement of the Problem
This study aims to examine the relationship of academic stress and academic
motivation to Senior High School students' academic performance.
Specifically, the study seeks to answer the following research questions:
1. How may the level of students' academic stress be described?
2. How may the level of students' academic motivation be described?
3. How may the level of students' academic performance be described?

4. 4. Is there a significant relationship between Senior High School students’
academic stress and their academic performance?
5. Is there a significant relationship between Senior High School students’
academic motivation and their academic performance?
Hypotheses of the study
H0: There is no significant relationship between academic stress and academic
performance of Senior High School Students.
H0: There is no significant relationship between academic motivation and academic
performance of Senior High School Students.
Theoretical Framework
This study is theoretically anchored from the theory of Campbell-Phillips et
al.(2020) named as Academic Stress Theory. According to this theory, personal
inadequacy, fear of failure, interpersonal difficulties with teachers, teacher-students
relationship, and inadequate study facilities were concerns of academic stress due
to high expectations of teachers, unfriendly attitude of teachers towards the
students, lack of interest in subjects, lack of confidence and concentration, and
worriedness about exams.
This study is also supported by the Self-Determination Theory by Deci and Ryan
(1985). This theory states that students can be motivated to do or learn something
when they gain their parents’ approval or if the skills are necessary for their dream

5. job. This theory also categorizes motivation into two types, intrinsic motivation and
extrinsic motivation. Intrinsic motivation refers to the act of doing something for
one’s personal interest while extrinsic motivation refers to the act of participating in
an activity to gain a reward or to avoid punishment. Intrinsic motivation often leads
to a high level of performance and engagement (Deci & Ryan, 2020).
These theories will be used by the researchers as the basis of this study whether
students’ academic stress and academic motivation have a significant relationship
with the students academic performance.
Conceptual Framework
Figure 1. Conceptual Model of the Study
The figure above shows the pattern of investigation of the study. Academic
Stress and Academic Motivation are the independent variables while the Academic
Performance is the dependent variable. The arrowhead demonstrates the possible

6. connection of academic stress and academic motivation with Senior High School
students’ academic performance.
Significance of the Study
The results of the study may be of help to the following beneficiaries:
Students. The outcomes of the study may provide the students some
information about academic stress that may serve as a guide on how they can
manage academic stress in a positive way. This may also provide information about
academic motivation that may give them an idea on how they may be academically
motivated. Furthermore, results of the study would serve as empirical evidence on
how stress and motivation of students relate to their academic performance. Thus,
interventions could be made.
Teachers. The results of the study may serve as a guide for the teachers to be
knowledgeable about how the students can be academically motivated. This may
also provide relevant information about academic stress that may guide them on
how they will lessen the academic stress of the students. Furthermore, with the
findings of the study, academic performance will be further developed.
Parents. The result of the study may serve as information on how they can
guide their children, give the support that their children need in order to progress in
school and in their studies.

7. School Administrators. The results of the study may give them ideas to
implement school policies, activities and programs that can help the students to be
academically motivated and which can lessen the academic stress of the students.
More importantly, learning intervention programs are a top priority for every
educational leader.
Future Researchers. The results of the study may help future researchers to
have a piece of relevant literature for their future study and for their deeper
understanding about the research variables.
Scope and Delimitation of the Study
The main objective of this study is to assess students' academic stress,
academic motivation, and its relationship on their academic performance. This
study is limited to 120 Grade 12 male and female enrolled in the First Semester,
School Year 2022-2023 at San Ildefonso National High School. Each of the
respondents will be given a survey to collect the data needed. Furthermore,
academic performance will be based on students' average grades reflected in the
Report Cards (School Form 9).
Also, the study is only limited to three variables; academic stress, academic
motivation, and academic performance. This study will use correlational research
design in order to examine the relationship between the variables of the study.

8. Location of the Study
The study was conducted at San Ildefonso National High School, Poblacion,
San Ildefonso, Bulacan. The figure below shows the map of the school.
Figure 2. Location Map of the Study
Definition of Terms
For better understanding of the study, the following terms used in the study
are conceptually and operationally defined.

9. Academic Motivation. Conceptually, academic motivation is defined as the
students' desire or interest in engaging with learning and their school
experience (Hulleman, et al., 2016). Operationally, it refers to the cause of behaviors
that are somehow related to academic functioning and success, such as how much
effort the students put in their works.
Academic Performance. It refers to the students average grades during the
First Semester of School Year 2022-2023.
Academic Stress. Conceptually, academic stress is defined as a student's
psychological state resulting from continuous social and self-imposed pressure in a
school environment that depletes the student's psychological reserves. (Xin et al.,
2022). Operationally, it refers to the body’s response to academic-related demands
that are possibly triggered by academic challenges.

10. REVIEW OF RELATED LITERATURE
This chapter presents the relevant literature which served as a useful point
of reference to the present study. It focused on the Academic Stress, Academic
Motivation and Academic Performance of students. The cited literature were
arranged according to themes.
Academic Stress
According to the study conducted by Krishan Lal (2014), stress is defined as
burdens, pressures, anxieties and worries. Everyone has had it or has had it at one
point in their high school life. The importance of tile students in the education
process is unquestionable. This is because of all the human factors in the
educational system, the students occupy the key position and it is only through them
that the ultimate process of education takes place.
Thus, in the study conducted by Taylor (2015) it was revealed that when
under stress, people go through physical, emotional, behavioural, and cognitive
changes. The evaluation revealed that the participants' physical, emotional, and
cognitive characteristics changed in response to stressors, particularly academic
issues. The participants' physical symptoms included weight fluctuations, vertigo,
stomach pain, irregular menstruation, and altered sleep habits. The participants
would cry for no apparent reason when they were exhausted, especially after
returning from school. The participants put off finishing their homework in favour
of enjoyable activities like watching television or playing with their cell phones

11. because they were too weary from their schoolwork. The creation of ideas that the
learning process is too difficult to go through is one of the cognitive alterations that
take place.
In addition to that, according to Deb (2015), students’ academic stress and
parental pressure as well as psychiatric problems were positively correlated in the
Indian context. Examination-related anxiety had significant positive association with
psychiatric problems among students. It is emphasized by this study that academic
stress was a serious issue, affecting about two-third of senior high school students.
However, according to the study of Putri and Febriani (2021), academic self-
efficacy serves as a mediator between the safe bond between adolescents and their
parents and the academic stress experienced by senior high school students.
Adolescents who have strong parental bonds will project a positive image of
themselves, which promotes the development of high academic self-efficacy.
Adolescents with high academic self-efficacy will feel empowered to handle
academic challenges, resulting in lower academic stress. On the other hand,
adolescents with low levels of stable attachment to their parents will also have poor
levels of academic self-efficacy, which might increase academic stress in students.
Furthermore, according to Khan et al.,(2013), educational pressure
consequences a student's performance. Result found it significant because with the
semester system, college students have much less term, however they're required to

12. perform many modules and this ends in pressure. It was additionally supported
with the aid of using the prevailing literature.
A look at with the aid of using Safree, Yasin and Dzulkifli (2010) that was
cited by Khan et al.,(2013), additionally indicated the identical results. They
observed that depression, anxiety, and pressure are negatively correlated with
educational success. The better the pressure, the decrease the instructional success
of college students. The look at observed that the cap potential to manipulate
pressure turned into similarly crucial. The manner college students understand the
pressure is a crucial aspect in its seriousness. Students who are capable of managing
their pressure correctly carry out a lot higher than people who are not able to
manipulate their pressure.
On the other hand, in the study conducted by Hukom and Madrigal (2020), it
showed that students displayed a low level of academic stress (M=1.55, SD=0.48),
indicating that high school respondents who were single-parents had a low level of
academic stress and were more likely capable of performing academic tasks with a
little amount of stress. This also implies that students were under less pressure to
pursue their studies and were more motivated to succeed in challenging activities
since they knew they could handle pressure.
Academic Motivation
In the study conducted by Philemon and Mkulu (2020) on the impact of
motivation on student retention in public secondary schools in Rorya District,

13. Tanzania revealed that motivation is the heartbeat of student retention. It keeps
students active and alive to remain at school until completion. Hence, it indicated
that motivation stimulates them while in school by meeting their personal needs. As
a result of the findings, the motivations greatly influence secondary school learner’s
retention.
However, in the study conducted by Koyuncuoglu (2021), The results
demonstrated that there were differences in university students' academic
motivation and career determination depending on the variables of gender, year of
study, academic accomplishment, and aspirations for pursuing graduate education.
According to the results of the study of Dogan (2015), which was conducted
with the participation, it states that cognitive engagement, one of the sub-
dimensions of school engagement, predicts academic performance; however,
emotional and behavioural engagement does not predict academic performances. A
sense of academic self-efficacy and academic motivation, however, do predict
academic performance, Moreover, the sense of self-capability and related
motivation of students, as well as the sense of the purpose for their learning are
significant variables affecting their academic success.
Adolescents typically exhibit a marked decline in academic intrinsic
motivation throughout their school careers. Following self-determination theory, it
is hypothesised that traditional school environments insufficiently satisfy three
basic psychological needs of youths during maturation, namely the needs for

14. autonomy, competence and relatedness. As a consequence, insufficient need
satisfaction might account for the decline in intrinsic academic motivation during
adolescence. The result showed that students exhibited a marked decline in intrinsic
motivation during adolescence. Moreover, differences in need satisfaction predicted
decline in motivations. These results support the notion that an adequate
satisfaction of the three basic psychological needs in school is crucial for the
maintenance of intrinsic academic motivation during adolescence. (Gnambs &
Hanfstingl, 2016)
Analysis using a self-determination index derived from the AMS components
showed that participants who regularly engaged with the gratitude journal task
displayed significant enhancements in academic motivation. The result revealed
that the enhancements were driven by decreases in the levels of motivation.
Furthermore, follow-up data showed that there were no signs that such
enhancement had receded 3 months after the end of the intervention.
Improvements in academic motivation were not observed among participants in the
control group.
The current findings show that appreciation treatments can enhance university stud
ents' motivation for academic achievement. More broadly, they demonstrate that th
e impacts transcend far beyond the range of often evaluated indicators of personal
wellbeing and can successfully control a crucial aspect of motivational behaviour.(N
awa & Yamagishi, 2021)

15. Academic Performance
A study conducted by Rabia et al. (2017), Study habits contribute
significantly in the development of knowledge and perceptual capacities. Study
habits tell a person how much he will learn and how far he wants to go, and how
much he wants to earn. These all could be decided with the help of one’s study
habits, throughout the life. Therefore it is assumed that study habits are correlates
of scholastic or academic achievement. In this study, the association between study
habits and academic performance of students is examined. A result showed that
there is a significant relationship between study habits and academic performance
of the students.
A study conducted by Prada's et al. (2021), This study analyzes the move to
emergency remote teaching at the School of Telecommunication Engineering
(Universidad Politécnica de Madrid), and the impact of organizational aspects
related to unplanned change, instruction-related variables –class size,
synchronous/asynchronous delivery– and use of digital supporting technologies, on
students' academic performance. The results of this case study show an increase in
students' academic performance in emergency remote teaching, and support the
idea that organizational factors may contribute to successful implementation of
emergency remote teaching.
Students who were reported to be nonsmokers, adults, and medical/health s
cience students had higher likelihood of achieving satisfactory academic achieveme

16. nt. Smoking cessation or reduction is crucial for these target populations to achieve
excellent academic standards. If older pupils are given the opportunity to express th
eir opinions and, in particular, their lines of reasoning, the learning atmosphere in th
e class may be improved. (Tadese et al.,2022)
The study discovered that truancy has a significant negative impact on acade
mic performance and can occasionally result in school dropout. The study also disco
vered that a number of other elements, including teachers, libraries, practical labs,
meals provided, and parents' educational and financial status, have a significant imp
act on pupils' academic achievement at school. Academically strong students who ar
e favourably exposed to these elements are likely to perform better than students w
ho are less positively exposed. (Brew et al.,2021)
Relationship between Academic Stress and Academic Performance
In the study conducted by Crego et al.,(2016), students’ performance in class
is adversely affected by academic stress. Their research sought to determine how
academic achievement may also be influenced by additional factors like coping
mechanisms and exam-related self-efficacy dental students’ performance and stress
on Spanish students in Madrid. The results of the study indicated that logical coping
techniques such seeking, problem-solving, and constructive reassessment, and
having social support was connected with perceived tension. Alternatively,
emotional coping styles like letting out repressed feelings and negatively auto-

17. focused subjects were positively related to school pressure also, both emotional and
logical. Positive and negative coping mechanisms connected to students’ self efficacy
with regard to exams and are influenced in part by the students’ perceived tension.
The research also revealed that a increase level of stress throughout the exam was
linked to a worse average performance grades and is influenced in part by the pupils
self efficacy in relation to exams then the study stated that with effective coping
mechanisms, dental students may experience less stress, and through their impact
on self efficacy in relation to exams.
A study conducted by Adel Shakeeb Mohsen (2017), Self-esteem, academic
self-efficacy, perceived stress, and preferred learning styles have been linked to
academic performance. Investigation of the relationships between these variables
has mainly occurred with medical and dental tertiary students in Saudi Arabia, but
no previous study has focused on psychology students. The main purpose of the
current study was to assess stress levels and preferred learning styles, and examine
the relationships between self-esteem, academic self-efficacy, perceived stress, and
academic performance among a cohort of psychology students in Saudi Arabia.
However, academic performance was not correlated with perceived stress levels.
A study investigated by ED Tibus & SKG ledesma (2021), the college
students’ level of academic performance and determined the impact of academic
stress on their English academic performance. The result suggested that the
students (N= 250) have a moderate level of stress. Likewise, seven factors were

18. generated through EFA but were reduced to four factors using parallel analysis; the
factors are perceived personal stress, classroom stress, performance stress, and
time management stress. In the correlation analysis, it was found out that perceived
personal stress, classroom stress, and performance stress are significantly
correlated except for time management stress. Moreover, these factors were found
to have no significant relationship with the English grades of the students. With this
result, it is concluded that despite having a moderate level of academic stress,
students were able to manage them by using a plethora of coping mechanisms
available. The institutions should offer prevention and intervention services that
directly address the academic stress of the students to ensure academic success.
In the study conducted by Bello and Gumarao (2016), sought to assess the
kids’ level of stress and coping processes and the connection between them and
academic performance. The study’s findings revealed that there is no meaningful
connection between stress and academic achievement. Though, there is a strong
negative correlation between academic success and coping mechanisms. The more
coping mechanisms are employed, the less the respondents’ academic performance.
Relationship between Academic Motivation and Academic Performance
Another factor that can affect academic performance is motivation
(Fereidooni-moghadam et al.,2017). Higher academic performance is the outcome of
higher motivation (Kori et al.,2016). Thus, achievement motivation is known to be

19. an important determinant of academic success because it energizes and directs
behaviour toward achievement (Steinmayr et al.,2019). With this, academic
motivation probably has a relationship with academic performance.
In the study conducted by Wormingston et al.,(2012), it revealed four
motivational profiles; a high intrinsic motivation relative to introjected and external
regulation (high quantity with good quality), low intrinsic motivation and
introjected regulation relative to external regulation (poor quality), and very low
intrinsic motivation and introjected regulation relative to external regulation (low
quantity with poor quality). This study also shows that students with high quantity
with good quality profiles reported the highest academic performance and greatest
overall extracurricular participation.
Moreover, the findings of the study conducted by Mahdavi et al.,(2021)
concluded that students who are motivated to achieve their educational and
academic goals are more likely to be successful in their education and achieve
higher academic performance.
In another study that was conducted by Oriahi (2009) as cited by Balacuit
and Inabangan (2019), it was broadly believed that students’ motivation is highly
positively correlated with their academic performance or achievement.
In a study conducted by Dogan (2017), the extent to which academic
performance is influenced by student engagement, academic self-efficacy, and
academic motivation was evaluated. The results suggested that cognitive

20. engagement predicts academic performance, while emotional and behavioural
engagement does not. Furthermore, academic self-efficacy and academic motivation
do affect academic performance, with a positive and meaningful relationship.
The relationship between motivation, university adaptation, and indicators
of mental health, and well-being, and academic performance was explored in a study
conducted by Bailey & Phillips (2015). The findings revealed that intrinsic
motivation was associated with greater subjective well-being, meaning in life, and
academic performance. Extrinsic motivation showed few relationships with other
variables, and motivation was associated with poor outcomes.
A study was conducted by Akomolafe & Adesua in 2016, in which they
examined the relevance of physical facilities in enhancing the level of motivation
and the academic performance of senior high school students in southwest Nigeria.
The study's findings showed a significant relationship between physical facilities,
students' motivation, and academic performance. The study concluded that high-
quality physical facilities could motivate the students in learning, which improves
academic performance.
In a study conducted by Bolkan, Goodboy & Kelsey (2015), they tested the
notion that the effect of instructor clarity on learning is conditioned upon students'
motivation. The study's findings showed that test scores did not increase when
students' motivation process was low even with explicit instruction. However, if the
students' motivation process was high, and there was explicit instruction, test

21. scores increased. The study concluded that under conditions of high clarity in
instruction, students who had higher motivation exhibited higher scores than those
who had the lower motivation.
According to Çetin (2015), there was no correlation between GPA and
academic motivation and academic self regulated learning. Their study determined
whether academic motivation and self regulated learning are predictors of students’
GPAs in the Early Childhood Education Department.
The studies cited above show how academic stress relates to academic stress.
Several studies such as those conducted by Crego et al.,(2016), concluded that there
is a negative relationship with academic stress and academic performance. A study
conducted by Bello and Gumarao (2016), revealed that stress did not correlate with
academic performance.
As for motivation, studies concluded by Dogan (2017) showed a significant
positive relationship between academic motivation and academic performance. In a
study by Çetin (2015), it was revealed that academic motivation and academic
performance does not have a significant relationship.

22. CHAPTER III
METHODOLOGY
This chapter presents the methods and techniques used in the study which
includes the research design, respondents of the study, instrument of the study, data
gathering procedure, data processing and statistical treatment, and the ethical
considerations.
Research Design
The study will utilize the correlational research design. According to Cherry
(2022), correlational research design is a type of research design that looks at the
relationships between two or more variables. Correlational studies are non-
experimental, which means that the experimenter does not manipulate or control
any of the variables.
In addition, according to Bhandari (2021), correlational research design is
used to reflect the strength and/or direction of the relationship between two or
more variables. The direction of a correlation can be either positive or negative.
Therefore, the researchers will use correlational research design in order to
determine the relationship of academic stress and academic motivation with
students’ academic performance.

23. Respondents of the Study
In this study, the researchers will use probability sampling methods,
specifically the sample random technique. According to McCombes (2019),
probability sampling method is a random selection, allowing researchers to make
strong statistical inferences about the whole group. If researchers want to have
results that represent the whole population, this is the most valid choice.
Meanwhile, sample random technique, according to Thomas (2020), is a portion of
the population that was randomly chosen. Each person in the population has an
exact equal probability of getting chosen using this sampling technique. This method
is the most straightforward of all the probability sampling methods because it only
involves single random selection and requires little prior population knowledge.
In order to get the sample size appropriate for the study, the researchers will
get 100 of the Grade 12 population which has a total of 571 as it is based from the
rule of thumb that suggested 100-200 of participants are enough for correlational
research. Therefore, a sample size of 100 was randomly selected. The distribution of
respondents is presented below.
Table 1
Respondents of the study
Section N (Population) n (sample size) Percent
A 42 7 7
B 40 7 7
C 47 8 8
D 54 9 9

24. E 56 10 10
F 55 10 10
G 57 10 10
H 49 9 9
I 54 9 9
J 50 9 9
K 7 2 2
L 36 6 6
M 24 4 4
Total 571 100 100
Instruments of the Study
The study will utilize survey questionnaires as the data gathering tool for
students’ academic stress and academic motivation. The instrument for the
academic stress and academic motivation was adopted from the study conducted by
Tus (2020). Meanwhile, a survey instrument for academic stress was originally
developed by Cohen (1994) while Vallerand et al. (1992) for academic motivation.
The academic stress scale consists of 10 items while the academic motivation
scale consists of 28 items which are both assessed through a five-point likert scale.
Meanwhile, students’ responses from the survey on academic stress will
range from (5) Always, (4) Frequently, (3) Sometimes, (2) Seldom, and (1) Never.
On the other hand, the students’ responses from the survey on academic motivation
will range from (5) Strongly agree, (4) Agree, (3) Neutral, (2) Disagree, and (1)
Strongly disagree.

25. In terms of the reliability of the instrument for academic stress, a Cronbach’s
alpha score of .85 was recorded while the Cronbach’s alpha score for the instrument
on academic motivation was recorded from .71-.84.Therefore, the instrument was
found to be recommended to be used for the study.
Moreover, in terms of academic performance of the students. The researcher
will conduct documentary analysis in which average grades from the report cards
(SF9) will be obtained.
Data Gathering Procedure
In gathering the data, the researchers will observe the following procedures:
1. This research proposal paper will be submitted to the Research Adviser
to counter check the ethical standards and compliance of the study.
2. Afterwhich, a letter will be sent to the school head of San Ildefonso
National High School to ask permission to conduct the study.
3. With the approval of the school head, the researchers will coordinate
with the concerned class advisers for the administration of the survey on
the academic stress and academic motivation among Senior High School
students.

26. 4. For the collection of data on pupils’ academic achievement/performance,
copies of learners’ School Form 9 or Report Cards will be borrowed from
the class advisers with prior approval from the school head.
5. To observe health and safety protocols, the researchers will wear
facemask while maintaining social distancing in gathering the necessary
data.
6. All data to be collected will be tabulated and subjected to appropriate
statistical tools.
Data Gathering Procedure and Statistical Treatment
The researchers will tabulate and analyze the gathered quantitative data
with the help of Statistical Package for Social Sciences (SPSS). Weighted mean
procedure will be used to describe and analyze the academic stress, academic
motivation and the academic performance among Senior High School students. The
table below presents the scoring range for academic stress among Senior High
School students.
Scale Scoring Range Description
5 4.21-5.00 Always
4 3.41-4.20 Frequently
3 2.61-3.40 Sometimes
2 1.81-2.60 Seldom
1 1.00-1.80 Never

27. Meanwhile, the table below presents the scoring range for academic
motivation among Senior High School students.
Scale Scoring Range Description
4 3.25-4.00 Strongly Agree
3 2.50-3.24 Agree
2 1.75-2.49 Disagree
1 1.00-1.74 Strongly Disagree
For the level of students’ academic performance, it was based on the Grade
Point Average (GPA) reflected in their Report Card or School Form 9. Data will be
quantified and categorized into five levels using the level of performance set by the
Department of Education through DepEd order no. 8s of 2015 or the Classroom
Assessment on the K-12 Basic Education Program. The different level are as follows:
“Did Not Meet Expectations” (74 and below), “Fairly Satisfactory” (75-79),
“Satisfactory” (80-84), “Very Satisfactory” (85-89), and “Outstanding” (90 and
above). The table below presents the distribution of students’ level of academic
performance.
Grade Point Average (GPA) Description
90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory

28. Below 74 Did Not Meet Expectations
Moreover, Pearson’s Product Moment Correlation will be employed in order
to determine the influence of academic stress and academic motivation on students’
academic performance.
Ethical Considerations
The following ethical considerations will be put into place for the research
undertaking:
1.The dignity and wellbeing of respondents will be protected. They will not
be harmed in any form or placed in an uncomfortable position
2.The researcher will obtain from the respondents informed consents and
parents’ consent from the necessary persons that includes essential information
stated in the preceding portion of the paper. They will be also be informed that
participating in the study is voluntary, ensuring no coercion or deception in
the participation.
3.The research data will be confidential throughout the study.
4.The research will obtain the respondents’ permission to write and include
then information being asked for the study. They will be also informed that their
names will not appear in the final paper.
CHAPTER IV
RESULTS AND DISCUSSIONS

29. This chapter presents the interpretation and analysis of data collected from
the respondents of the study. It focused on the academic stress, academic
motivation and its relationship to the academic performance of Senior High School
students. The results are presented chronologically based on questions raised in the
Statement of the Problem.
Academic Stress
It can be observed from Table 2 that the highest mean in terms of Academic
Stress is 3.39 and recorded from the item statement “In the last month, how often
have you felt nervous and stressed?” with an interpretation of “Sometimes”. On the
other hand, the lowest mean of 2.87 was recorded from the item statement “In the
last month, how often have you felt that you were on top of things?” with an
interpretation of “Sometimes”. All in all, in terms of Academic Stress an average of
3.15 was computed with an interpretation of “Sometimes”.
Meanwhile, according to the study conducted by Gasiuniene and Mieziene
show that the slightly more than one-third of students do not suffer from stress and
nervous tension.

30. Table 2
Students’ Academic Stress
Indicators Mean Interpretation
1. In the last month, how often have you been upset because
of something that happened unexpectedly?
3.4 Sometimes
2. In the last month, how often have you felt that you were
unable to control the important things in your life?
3.25 Sometimes
3. In the last month, how often have you felt nervous and
“stressed”?
3.39 Sometimes
4. In the last month, how often have you felt confident about
your ability to handle your personal problems?
3.32 Sometimes
5. In the last month, how often have you felt that things were
going your way?
2.99 Sometimes
6. In the last month, how often have you found that you could
not cope with all the things that you had to do?
3.09 Sometimes
7. In the last month, how often have you been able to control
irritations in your life?
3.1 Sometimes
8. In the last month, how often have you felt that you were on
top of things?
2.87 Sometimes
9. In the last month, how often have you been angered
because of things that were outside of your control?
2.98 Sometimes
10.In the last month, how often have you felt difficulties
piling up so high that you could not overcome them?
3.09 Sometimes
Average 3.15 Sometimes
Legend: 4.21-5.00=Always, 3.41-4.20= Frequently, 2.61-3.40= Sometimes
1.81-2.60= Seldom, 1.00-1.80= Never
Academic Motivation
As Table 3 shows, the highest mean in terms of Academic Motivation is 3.55
and recorded from the item statement “Because I want “the good life” later on” with
an interpretation of “Strongly Agree”. On the other hand, the lowest mean of 2.82
was recorded from the item statement “To show myself that I am an intelligent

31. person” with an interpretation of “Agree”. Summarily, in terms of other classes, an
average of 3.23 was computed and interpreted as “Agree”.
Similar to the findings of Magdalena and Combalicer, Jr. (2022), it was
revealed that the student-respondents demonstrated positive attitudes towards
learning based on the average mean score that was rated by the students
respondents which was interpreted as “Agree”.
Table 3
Students’ Academic Motivation
Indicators
I get motivated…
Mean Interpretatio
n
1. because I need at least a high-school degree in order to find a
high-paying job later on
3.22 Agree
2. because I experience pleasure and satisfaction while learning
new things
3.3 Agree
3. because I think that a high-school education will help me
better prepare for the career I have chosen
3.47 Strongly
Agree
4. because I really like going to school 3.11 Agree
5. for the pleasure I experience while surpassing myself in my
studies
3.17 Agree
6. to prove to myself that I am capable of completing my high-
school degree
3.32 Strongly
Agree
7. in order to obtain a more prestigious job later on 3.26 Strongly
Agree
8. for the pleasure I experience when I discover new things
never seen before
3.24 Agree
9. because eventually it will enable me to enter the job market 3.12 Agree

32. in a field that I like
10. because for me, school is fun 3.03 Agree
11. for the pleasure that I experience while I am surpassing
myself in one of my personal accomplishments
3.23 Agree
12. because of the fact that when I succeed in school, I feel
important
3.27 Strongly
Agree
13. because I want “the good life” later on 3.55 Strongly
Agree
Table 3 (continued)
14. for the pleasure that I experience in broadening my
knowledge about subjects which appeal to me
3.11 Agree
15. because this will help me make a better choice regarding my
career orientation
3.44 Strongly
Agree
16. for the pleasure that I experience when I am taken by
discussions with interesting teachers
3.11 Agree
17. for the satisfaction I feel when I am in the process of
accomplishing difficult academic activities
3.11 Agree
18. to show myself that I am an intelligent person 2.82 Agree
19. in order to have a better salary later on 3.19 Agree
20. because my studies allow me to continue to learn about
many things that interest me
3.35 Strongly
Agree
21. because I believe that my high school education will
improve my competence as a worker
3.28 Strongly
Agree
22. for the “high” feeling that I experience while reading about
various interesting subjects
3.08 Agree
23. because high school allows me to experience personal
satisfaction in my quest for excellence in my studies
3.24 Agree
24. because I want to show myself that I can succeed in my 3.51 Strongly
Agree

33. studies
Average 3.23 Agree
Legend: 3.25-4.00 = Strongly Agree, 2.50-3.24 = Agree
1.75-2.49 = Disagree, 1.00-1.74 = Strongly Disagree
Academic Performance
Data in Table 4 reveal that the mean grade for learners' academic
performance is 87.59, which belongs to a very satisfactory level. The academic
performance of 50 (50%) learners belongs to a very satisfactory level, 30 (30%) to
outstanding level, 19 (19%) to the satisfactory level, and 1 (1%) to a fairly
satisfactory level. Meanwhile, no one falls under did not meet expectations level.
Table 4
Students’ Academic Performance
Average Grades Interpretation f %
90 and above Outstanding 30 30
85-89 Very Satisfactory 50 50
80-84 Satisfactory 19 19
75-79 Fairly Satisfactory 1 1
74 and below Did Not Meet Expectations 0 0
Total 100 100
Mean = 87.59 Very Satisfactory

34. Correlation Analysis on the Relationship between the Senior High School
Students’ Academic Stress and their Academic Performance
Table 5 shows the result of the correlation analysis between academic stress
and students’ academic performance.
Correlations were found insignificant between students’ academic stress and
academic performance since the computed p-value of .491 is relatively higher than
the significance level of .05.
To support the findings of this study, a study conducted by Tus (2020)
revealed that the students’ stress did not create any impact on their academic
performance. Thus, findings concluded that there were likely other factors that
affected their academic performance.
Therefore, the study accepted the null hypothesis which states that the
academic stress has no significant relationship with the students’ academic
performance.
Table 5
Correlation Analysis on the Relationship between Senior High School Students’
Academic Stress and their Academic Performance
Variables Academic Stress Academic
Performance
Academic Stress Pearson
Correlation
1 .070
Sig. (2-tailed) .491
N 100 100

35. Academic
Performance
Pearson
Correlation
.070 1
Sig. (2-tailed) .491
N 100 100
Correlation Analysis on the Relationship between the Senior High School
Students’ Academic Motivation and their Academic Performance
Table 6 presents the result of correlational analysis between academic
motivation and the students’ academic performance.
Correlations were found significant between students’ academic motivation
and academic performance since the computed p-value of .001 is relatively lower
than the significance level of .05.
In contrast, the results of the study conducted by Tus (2020) revealed that
there is no significant relationship between students’ academic motivation and their
academic performance. The findings concluded that they are motivated since they
seek self-fulfillment and personal growth.
Therefore, the study rejected the null hypothesis that states that the
academic motivation has no significant relationship with the students’ academic
performance.
Table 6
Correlation Analysis on the Relationship between the Senior High School Students’
Academic Motivation and their Academic Performance

36. Variables Academic
Motivation
Academic
Performance
Academic
Motivation
Pearson
Correlation
1 .335
Sig. (2-tailed) .001
N 100 100
Academic
Performance
Pearson
Correlation
.335 1
Sig. (2-tailed) .001
N 100 100
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary and conclusion derived in the conduct of
the study which is to probe the Senior High School Students’ Academic Stress,
Academic Motivation and Its Relationship with their Academic Performance at San
Ildefonso National High School. It also provides recommendations that can be
pursued by the teachers.
The study was conducted at San Ildefonso National High School. The
respondents were the Grade 12 students. They were selected using simple random
sampling. It employed quantitative research and utilized descriptive-correlational
research design. Pertinent data were obtained using survey-questionnaires. The
statistical treatments used were weighted mean procedure and Pearson’s Product

37. Moment Correlation Analysis. All data were presented using necessary tables and
text.
Summary of Findings
The findings of the study were summarized according to the statement of the
problems stated in Chapter 1.
1. How may the level of students’ academic stress be described?
The academic stress had a highest mean of 3.39 with an interpretation of
“Sometimes”. On the other hand, it had a lowest mean of 2.87 with an interpretation
of “Sometimes”. Overall, in terms of academic stress the average mean of 3.15 was
computed with an interpretation of “Sometimes”.
2. How may the level of students’ academic motivation be described?
The academic motivation had a highest mean of 3.55 with an interpretation
of “Strongly Agree”. On the other hand, the lowest mean of 2.82 was recorded with
an interpretation of “Agree”. All in all, an average mean of 3.23 was computed and
interpreted as “Agree”.
3. How may the level of students’ academic performance be described?
The academic performance of 50 (50%) learners belongs to a very
satisfactory level, 30 (30%) to outstanding level, 19 (19%) to the satisfactory level,
and 1 (1%) to a fairly satisfactory level. Meanwhile, no one falls under did not meet

38. expectations level. Overall, the mean grade of 87.59 reveals that students' academic
performance is very satisfactory.
4. Is there a significant relationship between Senior High School students’
academic stress and their academic performance?
In the test of the significant relationship between the academic stress and the
academic performance, the p-value of .491 was greater than the significant
relationship of 0.05; hence, the null hypothesis was accepted. This implies that there
is no significant relationship between the Senior High School students’ academic
stress and their academic performance.
5. Is there a significant relationship between Senior High School students’
academic motivation and their academic performance?
In the test of the significant relationship between the academic motivation
and the academic performance, the p-value of .001 was less than the significant
relationship of 0.05; hence, the null hypothesis was rejected. This implies that there
is a significant relationship between the Senior High School students’ academic
motivation and their academic performance.
Conclusions
Based on the indicated findings, the following conclusions were drawn;
1. Students moderately agree that they experience academic stress.
2. Students agree that they are academically motivated.
3. Students have a very satisfactory academic performance.

39. 4. Senior High School students’ academic stress has no significant relationship
with their academic performance.
5. Senior High School students’ academic motivation has a significant
relationship with their academic performance.
6. Students sometimes felt nervous and stressed. As to their academic
motivation, they strongly agree that they want a “good life” later on.
Recommendations
The study revealed the relationship between the Senior High School
students’ Academic Stress, Academic Motivation with their Academic Performance.
Thus, the following recommendations are hereby presented;
1. Though students moderately agree that they experience academic stress,
they should still maintain their coping mechanisms such as their hobbies
with the help of the school’s education and guidance program to mitigate
their stress level.
2. Students’ motivation must also be kept average because it drives them to
fulfill their dreams and grow as persons.
3. Students should maintain their very satisfactory academic performance.
Thus, they should maintain not getting affected by the academic stress and
stay academically motivated to develop more and to improve their academic
performance.
4. Though students' academic performance is not affected by their academic
stress, teachers should still devise effective and efficient coping and learning

40. strategies in teaching for them to maintain their very satisfactory academic
performance and be still academically motivated.
5. Future researchers may explore other variables that could be correlated with
academic performance.
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Survey Questionnaire
SENIOR HIGH SCHOOL STUDENTS` ACADEMIC STRESS, ACADEMIC
MOTICATION AND IT RELATIONSHIP WITH THEIR ACADEMIC PERFORMANCE
(Questionnaire)
Name (optional) _____________________________ Grade and Section:___________
Direction: For each statement in the survey, please rate how frequent you
experience the following statements by putting a check (/) in the
corresponding box.
5- Always 4- Often 3- Sometimes 2- Seldom 1-Never

44. PART I. ACADEMIC STRESS
Indicators
5
4 3 2 1
In the last month, how often have you been upset
because of something that happened unexpectedly?
In the last month, how often have you felt that you were
unable to control the important things in your life ?
In the last month, how often have you felt nervous and
``stressed``?
In the last month, how often have you felt confident
about your ability to handle your personal problems ?
In the last month, how often have you felt that things
were going your way?
In the last month, how often have you found that you
could not cope with all the things that you do ?
In the last month, how often have you been able to
control irritations in your life?
In the last month, how often have you felt that you were
on top things ?
In the last month, how often have you been angered
because of things that were outside of your control ?
In the last month, how often have you felt difficulties
feeling up so high that you could not overcome them ?
PART II. ACADEMIC MOTIVATION
Direction: Please read carefully the following statements in the survey and rate your
level of agreement in each statement by putting a check (/) in the corresponding
box.
4- Strongly Agree 3- Agree 2- Disagree 1- Strongly Disagree
Indicators
I get motivated….
4 3 2 1
Because I need at least high-school degree in order to
find a high-paying job later on
Because I experience pleasure and satisfaction while
learning new things

45. Because I think that a high-school education will help me
better prepare for the career I have chosen
Because I really like going to school
For the pleasure I experience while surpassing my
self in my studies
To prove myself that I am capable of completing my high-
school degree
In order to obtain a more prestigious job later on
For the pleasure I experience when I discover new thins
never seen before
Because eventually it will enable me to enter the job
market in a field that I like
Because for me, school is fun
For the pleasure that I experience while I am surpassing
myself in one of my personal accomplishments
Because of the fact that when I succeed in school I feel
important
Because I want a good life later on
For the pleasure that I experience in broadening my
knowledge about the subjects which appeal to me
Because this will help me make a better choice regading
my career orientation
For the pleasure that I experience when I am taken by
discussion with interesting teachers
For the satisfaction I feel when I am taken by discussions
with interesting teachers
For the satisfaction I feel when I am in the process of
accomplishing difficult academic activities
To show that I am an intelligent person
In order to have a better salary later on
Because my studies allow me to continue to learn about
many things that interest on me
Because I believe that my high-school education will
improve my competence as a worker
For the `` high`` feeling that I experience while reading
about various interesting subjects
Because high-school allows me to experience personal
satisfaction in my request for excellence in my studies
Because I want to show myself that I can succeed my
studies